The Fundamentals of Summarizing and Paraphrasing

The Fundamentals of Summarizing and Paraphrasing

What do struggling readers NEED to do?

“It is this very passivity, at least in terms of academics, that I have found often characterizes students in special programs or resource classes.

They wait for work. They wait for something to happen. They wait to get out of school. As passive nonreaders, they wait for reading to happen to them, not knowing thatreading doesn’t work that way.”

It’s Never Too Lateby Janet Allen

Good readers are active and engaged while reading.

SummarizingIs A

PowerfulLearning Strategy

Summarizing was identified as oneof the instructional strategies with a high probability of enhancing student achievement for all students … in all subject areas … at all grade levels.

Classroom Instruction That WorksResearch-Based Strategies For Increasing Student Achievement

Robert Marzano, Debra J. Pickering, Jane Pollock

SummarizingIs Also APowerfulLife Skill

General Instructional Methods for Each Lesson

Learn-by-Watching

Learn-by-Sharing

Learn-by-Practicing

Learn by Watching

• Review• Explain how it will help• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways

Learn by Sharing

• Review• Ask students to explain how they’re thinking• Shape student responses• Encourage• Evaluate• Re-instruct, if necessary

Learn by Practicing

• Let students do it on their own

• Give brief, specific feedback

• Coach those who need the most help

• Identify categories of error

• Have students plot their progress

Lesson 1

• Define paraphrasing

• Provide characteristics of a good paraphrase

• Define synonym(pages 12-17)

Phrase

A phrase is a small group of words that has meaning.

Examples:under the couchwooden house

along the avenuebefore the game began

(Cue Card 4)

A paraphrase must be correct A paraphrase must include one’s own words.

A paraphrase must make sense.

He bought an energy drink.

Power

Force

Vigor

Lesson 3

• Define a sentence

• Paraphrase single sentences

(pages 23-27)

Lesson 4

• Define topic of a paragraph• Define the main idea of a paragraph• Define the details of a paragraph• Identify topics, main ideas, and

details in a list

(pages 28-34)

Paragraph

A paragraph must:

• Be indented at the beginning• Contain sentences that are all related to

each other• Contain a topic, a main idea, and some

details

(Cue Card 6)

Topic

A topic is:• One or two words that tell what a paragraph is about• Frequently located in the first (or second) sentence

of a paragraph• Sometimes repeated throughout a paragraph• Sometimes found in the title above a paragraph

To find a topic, say:“This paragraph is about ___,” and then fill in

the blank with the one or two words.

(Cue Card 7)

Example Paragraph

Emily had done many things to get ready for her big performance in the play “Alice in Wonderland.” First, in a used clothing store, she had found the perfect costume to wear. Her dress looked just like the one in the book everyone had been reading. Second, she had practiced and memorized all her lines. She had worked at reading and rereading her lines every night. Finally, she attended every rehearsal and practiced with all the other actors. She knew exactly what would happen at any moment during the play. As you can see, by finding a great costume, memorizing her lines, and rehearsing, Emily had ensured that she would do a great job in her play.

(Cue Card 8)

Main Idea

A main idea is:• The big idea that the paragraph is about• A general statement that summarizes all the

information in the paragraph

To find a main idea, ask:“What does this paragraph tell me

about the (the topic) ?”

(Cue Card 9)

Detail

A detail is:• A piece of information that’s related to the main

idea• A statement that provides specific information

about the main idea and topic

To find a detail, ask:“What’s one piece of specific information

about the main idea?”

(Cue Card 10)

Lesson 5

• Identify details related to a topic and main idea

(pages 35-39)

Diagram for Parts of a Paragraphs

(Cue Card 11)

Lesson 6

• Identify details in paragraphs

(pages 40-43)

Lesson 7

• Review how to identify details within a paragraph

• Identify topics, main ideas and details

(pages 44-48)

The TM to D Process1. Find the TOPIC (T)

Q: What is this paragraph about?A: This paragraph is about ____________. (in one or two words)

2. Find the MAIN IDEA (M)Q: What does this paragraph tell me about the topic?A: It tells me ____________.

3. Find the DETAILS (D)Q: What information in this paragraph tells me more about the main idea?

orQ: What’s one piece of information that’s related to the main idea?A: One detail is _________________.A: Another detail is ________________.

(Cue Card 12)

Lesson 8

• Identify the details of a paragraph

• State the details of a paragraph in their own words

(pages 49-54)

Lesson 9

• Identify and paraphrase the topic, main idea, and details in a series of paragraphs using the TM-to-D process

(pages 55-58)

Lesson 10

• Create the topic and main idea when given details of a paragraph

(pages 59-62)

Lesson 11

• Identify and paraphrase the details, main idea, and topic of a paragraph

(pages 63-68)

The D-to-MT Process

1. Find the DETAILS (D)Q: What are several pieces of related information?A: The details are: _______ _______ _______.

2. Think of the MAIN IDEA (M)Q: What phrase or statement can I use to summarize or

group these details?A: The paragraph tells me that ________.

3. Think of the TOPIC (T)Q: What is this paragraph about?A: This paragraph is about _________.

(in one or two words)(Cue Card

13)

Lesson 12

• Identify and paraphrase the topic, main idea, and details in a series of paragraphs using the D-to-MT process

(pages 69-71)

Lesson 12

PRACTICE PARAPHRASING PASSAGES WHEN

MAIN IDEAS ARE NOT CLEAR

In Lesson 12, you will:

Conduct the Learn-by-Practicing Activity

Students identify the details and main idea on their own and

then write paraphrases for the three paragraphs.

Lesson 13

• Identify and paraphrase the topic, main idea, and details in a series of paragraphs using the TM-to-D AND the D-to-MT processes flexibly

(pages 72-74)

Lesson 13

PRACTICE PARAPHRASING THE MAIN IDEA AND DETAILS

In Lesson 13, you will:

Conduct the Learn-by-Practicing Activity

Using the TM-to-D and the D-to-MT processes when needed, students write paraphrases for three

paragraphs.

Lesson 14

• Use the TM-to-D and D-to-MT processes flexibly when taking standardized reading comprehension tests

(pages 75-78)

Lesson 14 PRACTICE PARAPHRASING THE MAIN IDEA AND DETAILS

In Lesson 14, you will:

Conduct the Learn-by-Watching Activity

Demonstrate how to mark questions as either main-idea or detail questions and demonstrate how to read the first

paragraph using the TM-to-D or the D-to-MT processes or other strategies that the students might know.

Conduct the Learn-by-Sharing Activity

Using the TM-to-D and the D-to-MT processes, students read the next two paragraphs and answer questions with the teacher.

Conduct the Learn-by-Practicing Activity

Using the TM-to-D and the D-to-MT processes, students read a reading passage, mark questions as main-idea or detail questions, and answer questions.

PosttestHave students find and paraphrase the main idea and details of a reading passage using:

The Posttest Passage from the manual (p. 114 in the Student Materials Volume)

OR

A reading passage containing about 400 words written at the student’s grade level

PLUS

• The Paraphrasing Sheet (p. 105)

Reflection

• How is this different from the strategies with which you are familiar?

• How can I assist you in sorting out any confusion?

Scoring Instructions

For most of the learning sheets in the student manual, scoring is based upon whether an item is correct, written in the student’s own words, and makes sense.

“Correct” means that an item has the same or similar meaning as the original word or phrase, or it accurately states a paragraph’s topic, main idea, or detail. If an item meets this criterion, place a checkmark in the “C” box.

“Written in the student’s Own Words” means that an original word, phrase, or sentence has been changed into the student’s own words as much as possible. (Remember, not all words in a phrase or sentence can be changed.) If an item meets this criterion, place a checkmark in the “O” box.

“Makes sense” means that an item is not garbled but can be understood by another person. If an item meets this criterion, place a checkmark in the “M” box.

Summarizing was identified as oneof the instructional strategies with a high probability of enhancing student achievement for all students … in all subject areas … at all grade levels.

Classroom Instruction That WorksResearch-Based Strategies For Increasing Student Achievement

Robert Marzano, Debra J. Pickering, Jane Pollock